Download - Making best use of supervision
Making best use of supervision
Craven & Bradford Cruse October 2013
www.steve-page-yorks.co.uk
My aspirations for today
• That you will all define at least one learning objective for yourselves
• That you will have some new ideas to help you prepare work to present in supervision
• That you will experience some different structures that can be used in group supervision
• That you will feel more equipped and encouraged to seek what you want from supervision
• That we will all have an enjoyable and satisfying day
Ground rules
Expectations
BoundariesRelationship
Accountability
Contract
Re-contracting
Feedback
Assessment
Grounding
Evaluation
Review
Issue
Approach
ObjectivesPriorities
Presentation
Focus
Collaboration
Containment
InvestigationAffirmation
Challenge
Space
Consolidation
Action planning
Information giving
Client’s perspective
Goal setting
Bridge
Cyclical Model of supervision – Steve Page & Val Wosket
Ground rules
Expectations
BoundariesRelationship
Accountability
Contract
Re-contracting
Feedback
Assessment
Grounding
Evaluation
Review
Issue
Approach
ObjectivesPriorities
Presentation
Focus
Collaboration
Containment
InvestigationAffirmation
Challenge
Space
Consolidation
Action planning
Information giving
Client’s perspective
Goal setting
Bridge
Cyclical Model of supervision – Steve Page & Val Wosket
Learning objectives• There are variations in the use of the terms ‘Aims’, ‘Objectives’
and ‘Goals’. I am using the term ‘learning objective’ to describe a specific learning outcome that a practitioner is seeking to achieve.
• Setting learning objectives for ourselves requires us to reflect on our current strengths and areas we want to development
• Whilst all learning can be useful, learning objectives set out our current learning priorities
• Having objectives can create a sense of direction and, when objectives are met, accomplishment.
• It is important to remain open to reviewing and changing objectives if new priorities emerge.
Example learning objective
• Specific – I want to grow at least three more edible aubergines before the end of October.
• Measurable – criteria: we enjoy eating them and they are each > 3 inches long.
• Achievable – the plant is still healthy, there are currently five fruit continuing to grow, warmth, light and feeding are favourable.
• Relevant – this helps keep me focussed on the health of plants in the conservatory as we move into Autumn.
• Timed – before the end of October should be realistic and reminds me that the plant has a limited life.
Exercise – define a learning objective
• This is a learning objective for you as a bereavement carer and supervisee.
• Write objective as a single sentence.• Check against SMART• Find a partner • Share your objectives and check that they
each meet the SMART criteria.
Preparing to present in supervision
• Identify the client (or issue)• What do I want from supervision on this?• Brief context/background• Most recent interactions with client• This client evokes in me.............• Ethical, equality, risk legal or professional issues• What I am reluctant to say about or to this client....
• Grab a sheet and start writing – please stay within the boxes! Choose something that is real, has some emotional content but not too heavy.
Group supervision structure
• Typically group supervision sits along a continuum:
1:1 in a group supervision by the group
• Today I want to work with a structure that sits somewhere around the middle of this range.
• There are two variations on the structure:– supervisor directed,– supervisee directed.
Feedback
• Briefly describe the situation where someone behaved in a way that you disliked
• Relax and centre yourself – from that place what feedback would you like to give them about their behaviour
• Check it is:– Clear– Owned– Specific
• Ongoing feedback should also be at regular intervals and a balance of positive and developmental.
REVIEW
• 4 elements to review:
1. What is our experience of working in this group?2. Having a learning objective - does it make a difference to
my approach to supervision?3. What did I like and dislike about the presentation structure
as a supervisee, as a supervisor, as a member of a supervision group? [and what do I imagine my client would think?]
4. How well did it work for members of the group to be given specific perspectives from which to listen and contribute?
